Texts such as No Child Left Behind (NCLB) contribute to the contexts in which one works because of the restrictions and sanctions they impose upon teachers and children. As others in this issue discuss in more detail, NCLB has a punitive edge that can replace teachers, decrease local school control, and change curriculum (L. Meyer, 2003). In this article, the author discusses some events that were catalysts for shifts in his research and work with pre- and inservice teachers in the NCLB climate. Here, he talks about politicized and marginalized teaching and research, as well as the training he attended that was sponsored by the Higher Education Collaborative (HEC), wherein he was taught how to teach methods courses. Among other things, he talks about his hope for scholarship.